ACTING &
DIRECTING STYLES

WHS THEATRE ARTS II-IV SYLLABUS

COURSE OVERVIEW

Theatre Arts II-VI is a course that builds upon the theatrical skills learned in Theatre Arts I. The course provides students an opportunity to refine their writing, acting, and directing based on their individual needs and goals in the areas of theatre. Students are involved in creating an environment where everyone is encouraged to express themselves and their creativity. Theatre Arts II-IV holds students to a high standard of respect and participation. Students will:

Create stories with a specific purpose
Use improvisation to create original stories, characters, and dialogue
Experiment and refine performance techniques through rehearsal
Explore classical and contemporary acting techniques
Analyze a variety of theatrical pieces as they relate to society, history, and culture to inform artistic choices
Compare theatrical pieces across a variety of time periods and cultures
Learn to reflect on the impact of performances and artistic choices in order to determine the effectiveness of a piece of theatre
Direct an ensemble with a specific artistic vision

REPORTING

This course’s final grade will be based upon competency demonstrated in seven major skill areas. Some assignments will assess more than one skill set and grades will be broken down into PowerSchool accordingly.

SKILL 1: Creating – 33%: Students will be able to collaborate to create original characters, stories, and dialogue to fit a particular style or unified vision through improvised, scripted, and adapted means.
SKILL 2: Analyzing – 33%: Students will be able to describe, justify, and evaluate artistic choices and their appropriateness across social, historical, and cultural contexts to reveal universal concepts; they will also be able to make connections and comparisons between dramatic works across social, historical, and cultural contexts to understand how theatre reflects and affects society, history, and culture.
SKILL 3: Performing – 33%: Students will be able to explore multiple ways of portraying character and representing story across a variety of theatrical styles; they will also collaborate with an ensemble to communicate an artistic vision as the director of a piece.

Each assignment will be graded with a rubric that indicates the skills assessed within that assignment; each skill will be given a score using the tier below. This will equate to a traditional letter grade in PowerSchool. Because learning is a process that takes time, please know that your grade for the course may or may not begin where you had hoped at the start of the semester; it is my fervent belief that as you grow and progress in my class, your grade will increasingly become reflective of your skill set. My goal is that your grade ON THE LAST DAY OF CLASS is the one that most reflects your skill set; remember, reteaching and continued learning will result in an increased understanding of skills. Reassessment gives you the chance to display that increased understanding.

SC – Secure: Student can apply the skill or concept correctly and independently. You can wake me up in the middle of the night and I will still be able to rock this task.
DV – Developing: Student shows some understanding. Reminders, hints, and suggestions are needed to promote understanding. I can do this with a little bit of help.
BG – Beginning: Student shows little understanding of the concept. Additional teacher support is needed. I can do this but I need a lot of help or re-teaching to do it better.
ID – Insufficient Data (overall course grade changes to an ID until satisfactory work is submitted): Student has not provided enough information for the teacher to properly assess my level of understanding of the skill or concept. I don’t know how to do this yet OR I didn’t complete the work in a way that allows you to see that I know how to do this.
Assignments flagged with an “M” or a gold box in PowerSchool are Missing and have not been submitted. These are also given an “ID” until submitted.
Students consistently scoring at the “Secure” level will have an opportunity to develop a differentiated plan to move their skills to an “Exceeds” level. The district definition for this tier is defined as follows:
- EE – Exceeds: Student demonstrates above grade level understanding for the targeted skill or concept. I will absolutely blow you away with my ability to do this skill or apply this concept! (NOTE: Understand that the goal is to get EVERY student to a “Secure”, meaning they correctly understand and use the skills taught in class. An “Exceeds” will be reserved for a demonstration of skills that surpasses Speech I standards.)

Course grades will accurately communicate only academic achievement of the standards. (For more information about our district’s view of this method of reporting grades, please visit this page.) The areas of work completion and timeliness (missing and late work with Power School codes) will be reported through Power School. All assignments should be completed on time and with one’s best effort.

ONGOING PRACTICE

Students will be asked to show their understanding of learning targets on a daily basis and in a number of ways. These tasks will help a teacher determine a student’s progress toward proficiency. The expectation is that students will complete all work as assigned, regardless of whether or not it will be calculated into the course grade. Assignments may be resubmitted to show further understanding, but students must go through the proper process of reflection, practice, and resubmission.

RELEARNING AND ONGOING ASSESSMENT

Relearning and ongoing assessment are an important part of the learning process. Students will be given the opportunity to reassess at any time throughout the semester. In order to reassess, a student must complete the following:

Complete all homework assigned during that unit.
Communicate with Mr. Jorgensen to get feedback on the initial assignment and select a due date for the redo assignment.

WHAT IF I AM ABSENT?

Communication is key! Reach out and connect with Mr. Jorgensen via email or in person to see what you have missed. Please schedule a time before or after school for reteaching as necessary. If you are absent on the day of your scheduled performance, be prepared to present the very next day that you return to class. (Exceptions may be made at the discretion of the instructor.)

STANDARDS

1. CREATING

Students will be able to collaborate to create original characters, stories, and dialogue to fit a particular style or unified vision through improvised, scripted, and adapted means. Students will...

create stories in a variety of theatrical forms: improv, script writing, mime, tableau, etc.
conceptualize requirements for a story within specific guidelines
compose original scripts
adapt scripts from memory
create characters and plot from imagination
make character choices based upon information provided in scripts
create an overall directorial concept / vision for a story or script
create a blocking chart and stage pictures that reflects a concept or story

2. ANALYZING

Students will be able to describe, justify, and evaluate artistic choices and their appropriateness across social, historical, and cultural contexts to reveal universal concepts; they will also be able to make connections and comparisons between dramatic works across social, historical, and cultural contexts to understand how theatre reflects and affects society, history, and culture. Students will...

describe, justify, and evaluate artistic choices within a performance
explain and justify the appropriateness of a story / script for an audience
identify an intended audience for a script / performance
make personal connections and objective comparisons between story elements (plot, structure, character, theme, etc.)
analyze a director's choices from a production
provide critical, growth-centered feedback to peers on a performance
infuse a theatrical performance with an understanding of current social issues to create a social commentary
understand how theatre reflects and affects society

3. PERFORMING

Students will be able to explore multiple ways of portraying character and representing story across a variety of theatrical styles; they will also collaborate with an ensemble to communicate an artistic vision as the director of a piece. Students will...

perform in a variety theatrical forms: improv, mime, tableaus, scripted performance, etc.
make physical choices (gestures, facial expression, and body positions, etc.) to communicate a character or story
make vocal choices (change in pitch, tone, speaking rate, etc.) to communicate a character or story
assign roles to a cast for performance
analyze a story to create a character for performance
demonstrate consistent and confident character through vocal, physical, and spatial choices
direct an ensemble to achieve a production goal
practice and teach various acting techniques and utilize feedback to expand skills in a rehearsal
guide actors in making strong character choices to fit a production

BENCHMARKS

1. WRITING

T1.A.1 - Improvise actions and dialogue for a variety of purposes, including but not limited to scenework and brainstorming.
T1.A.2 - Write scripts in a variety of forms which include original characters with unique dialogue that motivates action.
T1.A.3 - Adapt script from literature or historical event.
T1.A.4 - Construct original scripts to convey meaning to an audience.

2. ACTING

T2.B.1 - Present dramatic work in formal setting.
T2.B.2 - Explore classical and contemporary acting techniques.
T2.B.3 - Compare and demonstrate various classical and contemporary acting techniques and methods.
T2.C.1 - Refine performance of dialogue, character, setting, and other dramatic elements in rehearsal.
T2.C.2 - Work collaboratively to generate and synthesize ideas to create an ensemble.
T2.C.3 - Negotiate roles and formulate responsibilities in the development of a performance.

3. DESIGNING

T3.A.2 - Analyze and create a particular style of theatre.
T3.C.3 - Work collaboratively to generate and synthesize ideas to create unified technical design.

4. DIRECTING

T4.B.1 - Explain and justify selection of text based upon appropriateness of text and artistic choices for the target audience and actor skill level.
T4.B.2 - Research an issue and create a piece of theatre using social commentary to illustrate issue.
T4.C.1 - Effectively manage time, ideas, and resources in the development of classroom dramas
T4.C.2 - Effectively communicate directorial choices to an ensemble.
T4.C.3 - Flexibly negotiate roles and formulate responsibilities in the ever-changing development of a performance.
T4.C.4 - Apply elements of composition (blocking/stage composition) in scenework.
T4.C.5 - Conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals.
T4.C.6 - Collaborate with designers and actors to develop aesthetically unified production concepts.

5. ANALYSIS

T5.A.1 - Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues.
T5.B.1 - Describe and evaluate how own work and work of others contributes to the development of a performance.
T5.B.2 - Analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices.
T5.B.3 - Analyze, compare, and evaluate differing critiques of the same texts and performances.
T5.C.1 - Discuss and/or reflect on the effective use of dramatic elements in a performance.

6. VALUE

T6.A.1 - Attend a live performance, demonstrating behaviors appropriate to the presentation.
T6.A.2 - Analyze the effect of their own cultural experiences on their dramatic work.
T6.A.3 - Identify and integrate authentic cutural and historical sources in the develoment of a performance.
T6.A.4 - Compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts.
T6.B.1 - Analyze the development of theatrical forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions.
T6.B.2 - Connect own feelings, emotions, and experiences to dramatic events as a way of valuing theatre.
T6.B.3 - Respectfully share personal reactions to dramatic presentation based on developed criteria.

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ACTING & DIRECTING STYLES